-
1
-
-
0039838511
-
The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children
-
Anderson, R.C., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S.Y., Reznitskaya, A., Tillmanns, M., & Gilbert, L. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19, 1-46.
-
(2001)
Cognition and Instruction
, vol.19
, pp. 1-46
-
-
Anderson, R.C.1
Nguyen-Jahiel, K.2
McNurlen, B.3
Archodidou, A.4
Kim, S.Y.5
Reznitskaya, A.6
Tillmanns, M.7
Gilbert, L.8
-
2
-
-
85142599368
-
Interest, epistemological belief, and intentional conceptual change
-
G. M. Sinatra & P.R. Pintrich (Eds.), Mahwah: Erlbaum
-
Andre, T., & Windschitl, M. (2003). Interest, epistemological belief, and intentional conceptual change. In G.M. Sinatra & P.R. Pintrich (Eds.), Intentional conceptual change (pp. 173-198). Mahwah: Erlbaum.
-
(2003)
Intentional Conceptual Change
, pp. 173-198
-
-
Andre, T.1
Windschitl, M.2
-
3
-
-
34548829379
-
The effects of monological and dialogical argumentation on concept learning in evolutionary theory
-
Asterhan, C.S.C., & Schwarz, B.B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626-639.
-
(2007)
Journal of Educational Psychology
, vol.99
, pp. 626-639
-
-
Asterhan, C.S.C.1
Schwarz, B.B.2
-
4
-
-
21344492288
-
Implications of postmodernism for science, or science as progressive discourse
-
Bereiter, C. (1994). Implications of postmodernism for science, or science as progressive discourse. Educational Psychologist , 29, 3-12.
-
(1994)
Educational Psychologist
, vol.29
, pp. 3-12
-
-
Bereiter, C.1
-
7
-
-
34347356936
-
Education for the knowledge age
-
P.A. Alexander & P.H. Winne (Eds.), 2nd ed. Mahwah: Erlbaum
-
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age. In P.A. Alexander & P.H. Winne (Eds.), Handbook of educational psych ology (2nd ed., pp. 695-713). Mahwah: Erlbaum.
-
(2006)
Handbook of Educational Psych Ology
, pp. 695-713
-
-
Bereiter, C.1
Scardamalia, M.2
-
8
-
-
0010916717
-
Profiling persuasion: The role of beliefs, knowledge, and interest in the processing of persuasive texts that vary by argument structure
-
Buehl, M.M., Alexander, P.A., Murphy, P.K., & Sperl, C.T. (2001). Profiling persuasion: The role of beliefs, knowledge, and interest in the processing of persuasive texts that vary by argument structure. Journal of Literacy Research, 33, 269-301.
-
(2001)
Journal of Literacy Research
, vol.33
, pp. 269-301
-
-
Buehl, M.M.1
Alexander, P.A.2
Murphy, P.K.3
Sperl, C.T.4
-
9
-
-
84860482000
-
Exploring pre-service teachers' initial and informed reactions to persuasive pedagogy
-
August H. Fives (Chair), Washington
-
Buehl, M.M., Manning, D.K., Cox, K., & Fives, H. (2005, August). Exploring pre-service teachers' initial and informed reactions to persuasive pedagogy. In H. Fives (Chair), Teaching as persuasion: Is the metaphor viable? Symposium conducted at the Annual Meeting of the American Psychological Association, Washington.
-
(2005)
Teaching As Persuasion: Is the Metaphor Viable? Symposium Conducted at the Annual Meeting of the American Psychological Association
-
-
Buehl, M.M.1
Manning, D.K.2
Cox, K.3
Fives, H.4
-
11
-
-
33747094425
-
Knowledge forum: Altering the relationship between students and scientific knowledge
-
Casewell, B., & Bielaczyc, K. (2001). Knowledge forum: Altering the relationship between students and scientific knowledge. Education, Communications and Information, 1, 282-305.
-
(2001)
Education, Communications and Information
, vol.1
, pp. 282-305
-
-
Casewell, B.1
Bielaczyc, K.2
-
12
-
-
0003165296
-
Knowledge building as a mediator of conflict in conceptual change
-
Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.
-
(1997)
Cognition and Instruction
, vol.15
, pp. 1-40
-
-
Chan, C.1
Burtis, J.2
Bereiter, C.3
-
13
-
-
77954524468
-
Students' self-reported beliefs and attitudes about knowledge and learning in knowledge building classrooms
-
April Paper presented at the, Chicago, IL
-
Chan, C., & Van Aalst, J. (2003, April). Students' self-reported beliefs and attitudes about knowledge and learning in knowledge building classrooms. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
-
(2003)
Annual Meeting of the American Educational Research Association
-
-
Chan, C.1
Van Aalst, J.2
-
14
-
-
0001265584
-
Conceptual change within and across ontological categories: Examples from learning and discovery in Science
-
R. Giere (Ed.), Minneapolis: University of Minnesota Press
-
Chi, M.T.H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in Science. In R. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science (pp. 129-186). Minneapolis: University of Minnesota Press.
-
(1992)
Cognitive Models of Science: Minnesota Studies in the Philosophy of Science
, pp. 129-186
-
-
Chi, M.T.H.1
-
15
-
-
84970205820
-
The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education
-
Chin, C.A., & Brewer, W.F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education. Review of Educational Research, 63, 1-49.
-
(1993)
Review of Educational Research
, vol.63
, pp. 1-49
-
-
Chin, C.A.1
Brewer, W.F.2
-
16
-
-
0038365567
-
Collaborative reasoning: Expanding ways for children to talk and think in school
-
Clark, A.M., Anderson, R.C., Kuo, L.J., Kim, I.H., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15, 181-198.
-
(2003)
Educational Psychology Review
, vol.15
, pp. 181-198
-
-
Clark, A.M.1
Anderson, R.C.2
Kuo, L.J.3
Kim, I.H.4
Archodidou, A.5
Nguyen-Jahiel, K.6
-
17
-
-
77954529266
-
The role of explanatory models in teaching for conceptual change
-
S. Vosniadou (Ed.), New York: Routledge
-
Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417-452). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 417-452
-
-
Clement, J.1
-
18
-
-
84873952165
-
Not all preconceptions are misconceptions: Finding 'anchoring conceptions' for grounding instruction on students' intuitions
-
Clement, J., Brown, D.E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: Finding 'anchoring conceptions' for grounding instruction on students' intuitions. International Journal of Science Education , 11, 554-565.
-
(1989)
International Journal of Science Education
, vol.11
, pp. 554-565
-
-
Clement, J.1
Brown, D.E.2
Zietsman, A.3
-
19
-
-
0032391726
-
Reconceptualizing change in the cognitive construction of knowledge
-
Dole, J.A., & Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist , 33, 109-128.
-
(1998)
Educational Psychologist
, vol.33
, pp. 109-128
-
-
Dole, J.A.1
Sinatra, G.M.2
-
20
-
-
44949252082
-
Teaching science for conceptual change: Theory and practice
-
S. Vosniadou (Ed.), New York: Routledge
-
Duit, R.T., Treagust, D.F., & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 629-646). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 629-646
-
-
Duit, R.T.1
Treagust, D.F.2
Widodo, A.3
-
21
-
-
77954472978
-
The viability of the persuasion metaphor for educators with varying levels of teacher-efficacy
-
August H. Fives (Chair), Washington
-
Edwards, M.N., Higley, K., Zeruth, J.A., & Murphy, P.K. (2005, August). The viability of the persuasion metaphor for educators with varying levels of teacher-efficacy. In H. Fives (Chair), Teaching as persuasion: Is the metaphor viable? Symposium conducted at the Annual Meeting of the American Psychological Association, Washington.
-
(2005)
Teaching As Persuasion: Is the Metaphor Viable? Symposium Conducted at the Annual Meeting of the American Psychological Association
-
-
Edwards, M.N.1
Higley, K.2
Zeruth, J.A.3
Murphy, P.K.4
-
22
-
-
70449723654
-
Conceptions of learning and the experience of understanding: Thresholds, contextual influences, and knowledge objects
-
S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Amsterdam: Elsevier
-
Entwistle, N. (2007). Conceptions of learning and the experience of understanding: Thresholds, contextual influences, and knowledge objects. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 123-144). Amsterdam: Elsevier.
-
(2007)
Reframing the Conceptual Change Approach in Learning and Instruction
, pp. 123-144
-
-
Entwistle, N.1
-
24
-
-
0038027424
-
Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change
-
Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147-179.
-
(2003)
Educational Psychology Review
, vol.15
, pp. 147-179
-
-
Gregoire, M.1
-
25
-
-
64549128145
-
A knowledge-practice perspective on technology-mediated learning
-
Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. Computer-Supported Collaborative Learning, 4, 213-231.
-
(2009)
Computer-Supported Collaborative Learning
, vol.4
, pp. 213-231
-
-
Hakkarainen, K.1
-
26
-
-
22944466145
-
Situating the question of conceptual change
-
M. Limon & L. Mason (Eds.), Dordrecht: Kluwer
-
Halldén, O., Peterson, G., Scheja, M., Ehrlén, K., Haglund, L., Österlind, K., & Stenlund, A. (2002). Situating the question of conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 137-148). Dordrecht: Kluwer.
-
(2002)
Reconsidering Conceptual Change: Issues in Theory and Practice
, pp. 137-148
-
-
Halldén, O.1
Peterson, G.2
Scheja, M.3
Ehrlén, K.4
Haglund, L.5
Österlind, K.6
Stenlund, A.7
-
27
-
-
77951108734
-
-
S. Vosniadou (Ed.), New York: Routledge
-
Halldén, O., Scheja, M., & Haglund, L. (2008). In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 509-532). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 509-532
-
-
Halldén, O.1
Scheja, M.2
Haglund, L.3
-
28
-
-
85142587248
-
When is conceptual change intended? A cognitive-sociocultural view
-
G. M. Sinatra & P.R. Pintrich (Eds.), Mahwah: Erlbaum
-
Hatano, G., & Inagaki, K. (2003). When is conceptual change intended? A cognitive-sociocultural view. In G.M. Sinatra & P.R. Pintrich (Eds.), Intentional conceptual change (pp. 407-427). Mahwah: Erlbaum.
-
(2003)
Intentional Conceptual Change
, pp. 407-427
-
-
Hatano, G.1
Inagaki, K.2
-
30
-
-
77954501569
-
Model building for conceptual change
-
S. Vosniadou (Ed.), New York: Routledge
-
Jonassen, D.H. (2008). Model building for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 676-693). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 676-693
-
-
Jonassen, D.H.1
-
32
-
-
85070022658
-
The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction
-
B. Guzzetti & C. Hynd (Eds.), Mahwah: Erlbaum
-
Kelly, G.J., & Green, J. (1998). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complex world (pp. 145-181). Mahwah: Erlbaum.
-
(1998)
Perspectives on Conceptual Change: Multiple Ways to Understand Knowing and Learning in A Complex World
, pp. 145-181
-
-
Kelly, G.J.1
Green, J.2
-
33
-
-
0001218912
-
Cognition, metacognition, and epistemistic cognition: A three-level model of cognitive processing
-
Kitchner, K.S. (1983). Cognition, metacognition, and epistemistic cognition: A three-level model of cognitive processing. Human Development , 26, 222-232.
-
(1983)
Human Development
, vol.26
, pp. 222-232
-
-
Kitchner, K.S.1
-
35
-
-
34547534457
-
Peer scaffolding of knowledge building through collaborative groups with differential learning experiences
-
Lai, M., & Law, N. (2006). Peer scaffolding of knowledge building through collaborative groups with differential learning experiences. Journal of Educational Computing Research , 35, 123-144.
-
(2006)
Journal of Educational Computing Research
, vol.35
, pp. 123-144
-
-
Lai, M.1
Law, N.2
-
37
-
-
77951479042
-
Teaching for conceptual understanding: An approach drawing on individual and sociocultural perspectives
-
S. Vosniadou (Ed.), New York: Routledge
-
Leach, J.T., & Scott, P.H. (2008). Teaching for conceptual understanding: An approach drawing on individual and sociocultural perspectives. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 647-675). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 647-675
-
-
Leach, J.T.1
Scott, P.H.2
-
40
-
-
77954460915
-
'Because the light brightens the tree' - Building on pupils' naïve conceptions
-
November Paper presented at the, Singapore
-
Lee, C.B., & Tan, S.C. (2006, November). 'Because the light brightens the tree' - Building on pupils' naïve conceptions. Paper presented at the meeting of the International Science Education Conference, Singapore .
-
(2006)
Meeting of the International Science Education Conference
-
-
Lee, C.B.1
Tan, S.C.2
-
41
-
-
33746117195
-
Students assessing their own collaborative knowledge building
-
Lee, E.Y.C., Chan, C.K.K., & van Aalst, J. (2006). Students assessing their own collaborative knowledge building. Computer-Supported Collaborative Learning, 1, 57-87.
-
(2006)
Computer-Supported Collaborative Learning
, vol.1
, pp. 57-87
-
-
Lee, E.Y.C.1
Chan, C.K.K.2
Van Aalst, J.3
-
42
-
-
77954521030
-
Which way is up? Thomas S. Kuhn's analogy to conceptual development in childhood
-
F. Bevilacqua, E. Giannetto, & M.R. Matthews (Eds.), Dordrecht: Kluwer
-
Levine, A. (2001). Which way is up? Thomas S. Kuhn's analogy to conceptual development in childhood. In F. Bevilacqua, E. Giannetto, & M.R. Matthews (Eds.), Science education and culture: The role of history and philosophy of science . Dordrecht: Kluwer.
-
(2001)
Science Education and Culture: The Role of History and Philosophy of Science
-
-
Levine, A.1
-
43
-
-
77954504500
-
Teaching for conceptual change: Distinguish or extinguish ideas
-
S. Vosniadou (Ed.), New York: Routledge
-
Linn, M.C. (2008). Teaching for conceptual change: Distinguish or extinguish ideas. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 694-722). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 694-722
-
-
Linn, M.C.1
-
44
-
-
0038247235
-
Towards knowledge building: From facts to explanations in primary students' computer mediated discourse
-
Lipponen, L. (2000). Towards knowledge building: From facts to explanations in primary students' computer mediated discourse. Learning Environments Research, 3, 179-199.
-
(2000)
Learning Environments Research
, vol.3
, pp. 179-199
-
-
Lipponen, L.1
-
45
-
-
0034346323
-
Role of anomalous data and epistemological beliefs in middle school students' theory change about two controversial topics
-
Mason, L. (2000). Role of anomalous data and epistemological beliefs in middle school students' theory change about two controversial topics. European Journal of Psychology of Education, 15, 329-1246
-
(2000)
European Journal of Psychology of Education
, vol.15
, pp. 329-1246
-
-
Mason, L.1
-
46
-
-
0042835780
-
Responses to anomalous data on controversial topics and theory change
-
Mason, L. (2001). Responses to anomalous data on controversial topics and theory change. Learning and Instruction, 11, 453-483.
-
(2001)
Learning and Instruction
, vol.11
, pp. 453-483
-
-
Mason, L.1
-
47
-
-
85142587690
-
Personal epistemologies and intentional conceptual change
-
G. M. Sinatra & P.R. Pintrich (Eds.), Mahwah: Erlbaum
-
Mason, L. (2003). Personal epistemologies and intentional conceptual change. In G.M. Sinatra & P.R. Pintrich (Eds.), Intentional conceptual change (pp. 199-236). Mahwah: Erlbaum.
-
(2003)
Intentional Conceptual Change
, pp. 199-236
-
-
Mason, L.1
-
48
-
-
4043109802
-
Fostering understanding by structural alignment as a route to analogical learning
-
Mason, L. (2004). Fostering understanding by structural alignment as a route to analogical learning. Instructional Science, 32, 293-318.
-
(2004)
Instructional Science
, vol.32
, pp. 293-318
-
-
Mason, L.1
-
49
-
-
38849201274
-
Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: Is it feasible?
-
Mason, L. (2007). Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: Is it feasible? Educational Psychologist, 42, 1-7.
-
(2007)
Educational Psychologist
, vol.42
, pp. 1-7
-
-
Mason, L.1
-
50
-
-
0024834954
-
Concepts and conceptual structure
-
Medin, D.L. (1989). Concepts and conceptual structure. American Psychologist, 44, 1469-1481.
-
(1989)
American Psychologist
, vol.44
, pp. 1469-1481
-
-
Medin, D.L.1
-
51
-
-
33750994472
-
Collaborative structures supporting knowledge building: Grade 4
-
April. Paper presented at the, Chicago
-
Messina, R., Reeve, R., & Scardamalia, M. (2003, April). Collaborative structures supporting knowledge building: Grade 4. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
-
(2003)
Annual Meeting of the American Educational Research Association
-
-
Messina, R.1
Reeve, R.2
Scardamalia, M.3
-
52
-
-
77954493754
-
Conceptual change through collaboration
-
S. Vosniadou (Ed.), New York: Routledge
-
Miyake, N. (2008). Conceptual change through collaboration. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 453-478). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 453-478
-
-
Miyake, N.1
-
53
-
-
0022100714
-
The role of theories in conceptual coherence
-
Murphy, G.L., & Medin, D.L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
-
(1985)
Psychological Review
, vol.92
, pp. 289-316
-
-
Murphy, G.L.1
Medin, D.L.2
-
54
-
-
27744504099
-
The role of conceptual coherence
-
E. Margolis & S. Laurence (Eds.), Cambridge: MIT Press
-
Murphy. G.L., & Medin, D.L. (1999). The role of conceptual coherence. In E. Margolis & S. Laurence (Eds.), Concepts: Core readings (pp. 425-458). Cambridge: MIT Press.
-
(1999)
Concepts: Core Readings
, pp. 425-458
-
-
Murphy., G.L.1
Medin, D.L.2
-
55
-
-
41349115284
-
The eye of the beholder: The interplay of social and cognitive components in change
-
Murphy, P.K. (2007). The eye of the beholder: The interplay of social and cognitive components in change. Educational Psychologist , 42, 41-53.
-
(2007)
Educational Psychologist
, vol.42
, pp. 41-53
-
-
Murphy, P.K.1
-
56
-
-
4544366483
-
Persuasion as a dynamic multidimensional process: An investigation of individual differences and intraindividual differences
-
Murphy, P.K., & Alexander, P.A. (2004). Persuasion as a dynamic multidimensional process: An investigation of individual differences and intraindividual differences. American Educational Research Journal, 41, 337-363.
-
(2004)
American Educational Research Journal
, vol.41
, pp. 337-363
-
-
Murphy, P.K.1
Alexander, P.A.2
-
57
-
-
77954479544
-
The role of knowledge, beliefs, and interest in the conceptual change process: A synthesis and meta-analysis of the research
-
S. Vosniadou (Ed.), New York: Routledge
-
Murphy, P.K., & Alexander, P.A. (2008). The role of knowledge, beliefs, and interest in the conceptual change process: A synthesis and meta-analysis of the research. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 583-618). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 583-618
-
-
Murphy, P.K.1
Alexander, P.A.2
-
58
-
-
47949101222
-
Epistemological threads in the fabric of conceptual change research
-
S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Amsterdam: Elsevier
-
Murphy, P.K., Alexander, P.A., Greene, J.A., & Edwards, M.N. (2007). Epistemological threads in the fabric of conceptual change research. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 105-122). Amsterdam: Elsevier.
-
(2007)
Reframing the Conceptual Change Approach in Learning and Instruction
, pp. 105-122
-
-
Murphy, P.K.1
Alexander, P.A.2
Greene, J.A.3
Edwards, M.N.4
-
59
-
-
67949106670
-
Examining the effects of classroom discussion on students' comprehension of text: A meta-analysis
-
Murphy, P.K., Wilkinson, I.A.G., Soter, A.O., & Hennessey, M.N. (2009). Examining the effects of classroom discussion on students' comprehension of text: A meta-analysis. Journal of Educational Psychology, 101, 740-764.
-
(2009)
Journal of Educational Psychology
, vol.101
, pp. 740-764
-
-
Murphy, P.K.1
Wilkinson, I.A.G.2
Soter, A.O.3
Hennessey, M.N.4
-
60
-
-
60649092401
-
Mental modeling in conceptual change
-
S. Vosniadou (Ed.), New York: Routledge
-
Nersessian, N.J. (2008). Mental modeling in conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 391-416). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 391-416
-
-
Nersessian, N.J.1
-
61
-
-
77954508850
-
Knowledge-building and conceptual change: An inquiry into student-directed construction of scientific explanations
-
D. C. Edelson & E.A. Domeshek (Eds.), Charlottesville: Association for the Advancement of Computing in Education
-
Oshima, J., & Scardamalia, M. (1996). Knowledge-building and conceptual change: an inquiry into student-directed construction of scientific explanations. In D.C. Edelson & E.A. Domeshek (Eds.), Proceedings of the international conference on the learning sciences (pp. 256-263). Charlottesville: Association for the Advancement of Computing in Education.
-
(1996)
Proceedings of the International Conference on the Learning Sciences
, pp. 256-263
-
-
Oshima, J.1
Scardamalia, M.2
-
63
-
-
21844510692
-
Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text
-
Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87, 282-292.
-
(1995)
Journal of Educational Psychology
, vol.87
, pp. 282-292
-
-
Qian, G.1
Alvermann, D.2
-
64
-
-
0347490472
-
Collective cognitive responsibility for the advancement of knowledge
-
B. Smith (Ed.), Chicago: Open Court
-
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.
-
(2002)
Liberal Education in A Knowledge Society
, pp. 67-98
-
-
Scardamalia, M.1
-
65
-
-
0346859968
-
Knowledge building
-
C. George (Ed.), 2nd ed., New York: Macmillan
-
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In C. George (Ed.), Encyclopaedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan.
-
(2003)
Encyclopaedia of Education
, pp. 1370-1373
-
-
Scardamalia, M.1
Bereiter, C.2
-
66
-
-
34250026318
-
Knowledge building: Theory, pedagogy, and technology
-
R.K. Sawyer (Ed.), Cambridge: Cambridge University Press
-
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97-118). Cambridge: Cambridge University Press.
-
(2006)
The Cambridge Handbook of the Learning Sciences
, pp. 97-118
-
-
Scardamalia, M.1
Bereiter, C.2
-
67
-
-
73849135195
-
Changing minds? Implications of conceptual change for teaching and learning about biological evolution
-
Sinatra, G.M, Brem, S.K, & Evans, E.M. (2008). Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evolution Education and Outreach, 1, 189-195.
-
(2008)
Evolution Education and Outreach
, vol.1
, pp. 189-195
-
-
Sinatra, G.M.1
Brem, S.K.2
Evans, E.M.3
-
68
-
-
77954465212
-
Beyond knowledge: Learner characteristics influencing conceptual change
-
S. Vosniadou (Ed.), Mahwah: Erlbaum
-
Sinatra, G.M., & Mason, L. (2008). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), Handbook on conceptual change (pp. 560-582). Mahwah: Erlbaum.
-
(2008)
Handbook on Conceptual Change
, pp. 560-582
-
-
Sinatra, G.M.1
Mason, L.2
-
69
-
-
85142597057
-
The role of intentions in conceptual learning
-
G. M. Sinatra & P.R. Pintrich (Eds.), Mahwah: Erlbaum
-
Sinatra, G.M., & Pintrich, P.R. (2003). The role of intentions in conceptual learning. In G.M. Sinatra & P.R. Pintrich (Eds.), Intentional conceptual change (pp. 1-18). Mahwah: Erlbaum.
-
(2003)
Intentional Conceptual Change
, pp. 1-18
-
-
Sinatra, G.M.1
Pintrich, P.R.2
-
70
-
-
0038737005
-
Intentions and beliefs in students' understanding and acceptance of biology evolution
-
Sinatra, G.M., Southerland, S.A., McConaughy, F., & Demastes, J. (2003). Intentions and beliefs in students' understanding and acceptance of biology evolution. Journal of Research in Science Teaching, 40, 510-528.
-
(2003)
Journal of Research in Science Teaching
, vol.40
, pp. 510-528
-
-
Sinatra, G.M.1
Southerland, S.A.2
McConaughy, F.3
Demastes, J.4
-
71
-
-
67650532690
-
Conversational analysis as an analytical tool for face-to-face and online conversations
-
Tan, S.C., & Tan, A.L. (2006). Conversational analysis as an analytical tool for face-to-face and online conversations. Educational Media International, 43, 347-362.
-
(2006)
Educational Media International
, vol.43
, pp. 347-362
-
-
Tan, S.C.1
Tan, A.L.2
-
72
-
-
3543026287
-
Concepts and conceptual change
-
Thagard, P. (1990). Concepts and conceptual change. Synthese, 82, 255-274.
-
(1990)
Synthese
, vol.82
, pp. 255-274
-
-
Thagard, P.1
-
73
-
-
0004212497
-
-
Princeton: Princeton University Press
-
Thagard, P. (1992). Conceptual revolutions. Princeton: Princeton University Press.
-
(1992)
Conceptual Revolutions
-
-
Thagard, P.1
-
74
-
-
85142580947
-
Exploring the relationships between conceptual change and intentional learning
-
G. M. Sinatra & P.R. Pintrich (Eds.), Mahwah: Erlbaum
-
Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G.M. Sinatra & P.R. Pintrich (Eds.), Intentional conceptual change (pp. 377-406). Mahwah: Erlbaum.
-
(2003)
Intentional Conceptual Change
, pp. 377-406
-
-
Vosniadou, S.1
-
75
-
-
38849084775
-
The cognitive-situative divide and the problem of conceptual change
-
Vosniadou, S. (2007a). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist , 42, 55-66.
-
(2007)
Educational Psychologist
, vol.42
, pp. 55-66
-
-
Vosniadou, S.1
-
76
-
-
62349128587
-
The conceptual change approach and its re-framing
-
S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Amsterdam: Elsevier
-
Vosniadou, S. (2007b). The conceptual change approach and its re-framing. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 1-16). Amsterdam: Elsevier.
-
(2007)
Reframing the Conceptual Change Approach in Learning and Instruction
, pp. 1-16
-
-
Vosniadou, S.1
-
78
-
-
34147137700
-
Mental models of the earth: A study of conceptual change in childhood
-
Vosniadou, S., & Brewer, W.F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
-
(1992)
Cognitive Psychology
, vol.24
, pp. 535-585
-
-
Vosniadou, S.1
Brewer, W.F.2
-
79
-
-
0000007462
-
Mental models of the day/night cycle
-
Vosniadou, S., & Brewer, W.F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.
-
(1994)
Cognitive Science
, vol.18
, pp. 123-183
-
-
Vosniadou, S.1
Brewer, W.F.2
-
80
-
-
27144524131
-
Using collaborative, computer-supported, model building to promote conceptual change in science
-
E. De Corte L. Verschaffel, N. Entwistle, & J. Van Merrienboer (Eds.), Amsterdam: Earli
-
Vosniadou, S., & Kollias, V. (2003). Using collaborative, computer-supported, model building to promote conceptual change in science. In E. De Corte, L. Verschaffel, N. Entwistle, & J. Van Merrienboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 181-196). Amsterdam: Earli.
-
(2003)
Powerful Learning Environments: Unraveling Basic Components and Dimensions
, pp. 181-196
-
-
Vosniadou, S.1
Kollias, V.2
-
81
-
-
77950211751
-
The conceptual change approach: Theory and practice
-
S. Vosniadou (Ed.), New York: Routledge
-
White, R.T., & Gunstone, R.F. (2008). The conceptual change approach: Theory and practice. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 619-628). New York: Routledge.
-
(2008)
International Handbook of Research on Conceptual Change
, pp. 619-628
-
-
White, R.T.1
Gunstone, R.F.2
-
82
-
-
0000139254
-
Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs
-
Windschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35, 145-160.
-
(1998)
Journal of Research in Science Teaching
, vol.35
, pp. 145-160
-
-
Windschitl, M.1
Andre, T.2
-
83
-
-
34250812679
-
Socio-cognitive dynamics of knowledge building in the work of 9- and 10-years-olds
-
Zhang, J., Scardamalia, M., Lamon, M., Messina, R., & Reeve, R. (2007). Socio-cognitive dynamics of knowledge building in the work of 9- and 10-years-olds. Education Technology, Research and Development, 55, 117-145.
-
(2007)
Education Technology, Research and Development
, vol.55
, pp. 117-145
-
-
Zhang, J.1
Scardamalia, M.2
Lamon, M.3
Messina, R.4
Reeve, R.5
-
84
-
-
61449118874
-
Designs for collective cognitive responsibility in knowledge building communities
-
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge building communities. Journal of the Learning Sciences, 18, 7-44.
-
(2009)
Journal of the Learning Sciences
, vol.18
, pp. 7-44
-
-
Zhang, J.1
Scardamalia, M.2
Reeve, R.3
Messina, R.4
|